Predicting the development of Anorexia Essay Example | Topics and Well Written Essays - 2750 words

Predicting the development of Anorexia - Essay Example The present study aims to identify the possible correlation between different adult attachment styles to the vulnerability of developing eating disorders. The susceptibility of developing anorexia is higher among the insecure attached people than those secure attached. Attachment relationships remain important throughout the life. While female adolescent and young adult are most likely affected by anorexia the vulnerability may vary across attachment styles. A group of 50 female patients aged 18-30, who fulfilled DSM-III-R criteria for typical anorexia nervosa and bulimia nervosa will be studied. They will undergo an interview to assess their attachment styles by using the relationship questionnaire (RQ) created by Bartholomew and Horowitz. Pearson correlation analyses will be performed afterwards to calculate the correlation among the variables. The results may be useful in risk assessment. Eating disorders are one of the most common forms of mental health problem and are associated with increased risk to life. The most common mental health problems in clinical practice are depression, eating disorders and anxiety disorders. The mortality rate is very high for eating disorders. Anorexia, when it is simply a physical symptom, can be caused by a range of problems, not necessarily psychological, which is why when it is part of an eating disorder, it is often called anorexia nervosa, in order to distinguish it. The overwhelming majority of people with eating disorders are heterosexual women. An estimated 10 per cent of all cases of eating disorders are male. A very interesting case in point is the study of anorexia in Hong Kong by Lee (2001: 40-54). Usually anorexia nervosa is associated with the fear of getting fat. This is an important feature of the differential diagnosis in the Diagnostic and Statistical Manual IV (DSM IV) for anorexia. The prevalence of eating disorde rs in young women in Hong Kong and other high-income cities are on the rise. Their earlier study revealed that the prevalence of disordered eating in Hong Kong is related to body dissatisfaction, family dysfunction, and depression in the adolescent females. Chinese adolescent females demonstrate Western pattern of body dissatisfaction and disordered eating attitudes. The psychosocial vulnerability factors are closely linked with it, and in the coming time, the authors predicted, there would be more weight control behavior and eating disorders (Lee and Lee, 1996). In their study in 2000, they commented that societal modernization is the cause of it (Lee and Lee, 2000). Another interesting feature is that they had no fear of getting fat, but they refused food in order to express their worries or to assert themselves in the family (Lee, 2001). Thus self-evaluation has a role to play in these disorders. Aim The present study aims at identifying the possible correlation between different adult styles of attachment to the risk of developing eating disorders. Objectives Thus far, the therapeutic measures available for eating disorders are inadequate. Better interventions are possible if the mechanism is delineated further. If a correlation between these eating disorders and attachment style in the adulthood is established, then

Master Harold and the Boys Essay Example | Topics and Well Written Essays - 750 words

Master Harold and the Boys - Essay Example This piece by Athol Fugard is founded on the early life of playwright in South Africa. The play is not about ordinary retelling of a past occurrence by the writer; rather Fugard presents an individual experience that happens to be extending to the widespread humanity. Supposing the play happened to be a merely polemic touching on the apartheid policy, by now the play would be outmoded considering the sweeping transformations that have changed South Africa. Fugard wrote a play concerning the relations by humans that are put to assessment by personal and societal forces. Since Fugard majorly centered most of his on the unfairness brought about by the apartheid regime system of the South African government, officials of the government regarding numerous of Fugard’s work as rebellious and numerous a times endeavored to stop the production and publication of his plays (Huffstutler, pg1). Therefore, most of Fugard’s initial work was presented to a few private audiences in ord er to evade censorship by the government. However, Master Harold and the Boys was staged for record 344 presentations on Broadway and was consequently produced in extra greatest cities such as London. Unfortunately, the play got to be officially prohibited by the government of South Africa. Nevertheless, the various efforts by Fugard’s native country did not hinder the broader universal community from acknowledging his work. Master Harold and the Boys play has received numerous recognitions including Critics Circle Award and a Drama Desk Award for a superlative play in the year 1983. In addition, it received award recognition from the Evening Standard in London in the year 1984. Consequently, the play has gained a place in the contemporary drama of the world, taking pleasure in often revivals around the globe. It is regarded as one of Fugard’s outstanding masterpieces and a critical work worthy for both its skilled craft of theater and universal humanity themes. Hally learns from Sam significant lessons regarding the importance of cherishing family members and also treating people justly, regardless of the color. It is imperative to take note that the apartheid system which ruled South Africa took place in the 1950’s, a period which depicts the actions of the play since it happens to be the fundamental message by the author. The divide of black individuals existed in each layer of the South Africa country social order where black men got forced into bowing lowly to the white folks. In the play, Hally takes an evidently superior attitude with Sam and is arrogant about teaching Sam despite the numerous years Sam has served as an employee in the tearoom. There is an instance in the play where Hally spits onto Sam’s face, a situation which left Sam helpless considering the nature of their relationship. Sam avoided a kite flying session with Hally, claiming he needed to go back to work whereas the actuality was that the bench Hally was o ccupying, was only meant for the whites (Huffstutler, pg1) "I couldn't sit down there and stay with you. It was a "Whites Only" bench. You were too young, too excited to notice then.† Therefore, Sam was avoiding explaining the true position as to his desire to leave the kite session. Hally is reasonably conflicted expressively since the society disregards the behavior of humiliating the black people. It happens that Sam has been the only affirmative role model Hally has had in his life consequently propelling the emotions Hally has towards the dividing system. Regarding the situation concerning Hally’s crippled father, Sam manages to play a positive role in convincing Hally not to be embarrassed about his

Assignment Example | Topics and Well Written Essays - 3000 words

Assignment Example Introduction An organization can be analysed through various perspectives ranging from bureaucratic, contingency, cultural and political perspectives. Organization bureaucracy is witnessed both in private and public organizations depending on their structure and the culture. The system of bureaucracy is evident in DHL and it from part of the management structure and culture since it is a big firm with lots of activities carried on daily basis. Organizational culture can be considered as the basis for administration since each organization as its own set of rules that determine its behaviour. Every organization has their own unique cultures that are applied in their daily applications to achieve their aims and objectives. A proper organizational structure ensures that there is a smooth coordination and supervision of activities within the organization that hasten the performance of the organization (Spencern, 2010). The structure also acts as the foundation in which the standard opera tional procedures and routines are managed and determines which individuals participate in the decision making process. What is an organization? An organization is a mechanism for coordination actions of people in order to obtain something they desire by creating value .The vision of the company is to be a logistic company in the world, in their mission statement the company strives to simplify the life of customers and to make customers, employees and investor more successful. They make a positive contribution to the people around the by demonstrating utmost respect while achieving results (DHL, 2013b). The headquarters for DHL UAE is strategically located in Dubai since it is a world premier transhipment hub of the Middle East. The trade link amongst China and the Middle East increased to 190 billion dollars in 2010 and DHL is enjoying being part of the shipment and other related logistics. This paper analyses DHL Company in terms of contingency, cultural, bureaucracy and politica l perspective in order to understand their operations fully. What is the importance of the organization? The importance of the organization is to increase specialization and division of labour while using large-scale technology and proper external environment management. DHL in the UAE is a subsidiary of DHL worldwide express, a fast growing company in the enormous growth that is expected to continue in the near future (DHL, 2013c). The HR Department in collaboration with other departments is responsible for recruiting all the employees drawn from various backgrounds to provide the division of labour needed by the company. Administration and compensation benefits are the fastest growing areas of the HR department in the UAE Company. The salaries are being streamlined to match the regional standards of the company in order to minimize spending. The medical benefits, the employee leave, car allowance that was previously administered in ad-hoc basis are now formalized to bring them to regional guidelines. What is organization theory? This is the study of how organizations functions and how they affect and are in turn affected by the environment in which they operate. The requirements of organization theory are that managers select and manage aspects of structure and culture of the company in

Ethnic adoption Essay Example for Free

Ethnic adoption Essay Transracial adoption also known as TRA, is defined as the adoption of children of a different race or culture from their adoptive parents, has been a controversial issue in the United States. Social workers are usually the one that match the child with the â€Å"parents† when it comes to adoption. The number of adoptive parents does not relate with the number of adoptive minority children. Therefore, more parents of a different race are able to adopt them. Many social workers see transracial adoption as an ideal solution to the lack of adoptive homes for children of color. However, that is not the case with all social workers. There are some social workers that do not agree with TRA regardless of laws that have been set. They can prevent the placement of children of color with families of a different race by deciding they are not fit for different reasons. They are overlooking the reality of the situation. The reality is that there are children in America that need homes, and homes that need children. These social workers would rather have these children raised by the system than belong to a loving family all due to their argument that children should remain with their race to sustain their cultural background. Children need more than their cultural background. They need love, stability, and a good home. In America, a social worker’s mission is protecting children. When a child is neglected and needs to be removed from the home or situation their job is to find them an appropriate home. In most cases social workers view the situation as a whole and see that the child is taken care of regardless of the race of either the child or the adoptive home. In the process of finding a suitable home it’s important for the state, the child, and the adoptive home for the adoption to be successful. In any situation when making a match that will be successful it’s ideal to have as many common factors as possible. Race would be a factor in adoption to considerate when finding common ground. However, when the common factor is not available the option of looking outside of the common factor can prove to be successful. However, there are some people out there that disagree with this. The family members of the child or even some social workers will overlook the disposal of a home outside the race of the child in hopes to find a home of common race. Their argument is to place the child in an environment and culture in which they come from. In the meantime these children will remain within the system costing the system and  taxpayers money. The money used from the child being in the system is wasted as there is an available home for them to be placed in. The system the child is placed in is the foster care system. Although foster homes and foster families are adequately trained and certified by the state in which they live in to take children in their homes they are not the best place for a child. A child needs stability and a loving home, a permanent home.

Importance Of Self Knowledge In Understanding The Self

Importance Of Self Knowledge In Understanding The Self There has been an abundance of literature surrounding the importance of self-esteem in developing a greater understanding of the self. The present paper introduces an alternative perspective on the self which incorporates important features of previous perspectives and shares many theories with them. The functions of self-knowledge, however, are highlighted and rather than the drive for self-esteem this paper argues for the need of self-knowledge in acquiring a more elaborate understanding of the self. According to Neisser (1988) there are several types of self knowledge, the ecological self, the interpersonal self, the extended self, the private self and the conceptual self. Each self operates in unison with the other, with each exhibiting fundamental importance, however, this paper concentrates on the extended self and how a persons life narrative identity can affect various aspects of the individual including interpersonal relations, self-presentations and the need to belong thus leading to a more clarified idea of the self. The extended self, is the self as it was in the past and as we expect it to be in the future, distinguished primarily on the basis of memory (Neisser, 1988). Belk (1988; cited in Ahuvia, 2005) uses the terms self, sense of self, and identity to describe how an individual subjectively distinguishes who he or she is. Belk refuses to accept any definition of the self that can relate consistently across individuals and cultures because according to him what comprises the self is a personal appraisal that differs among people and across time. Self-knowledge The extended self Bluck (2003; cited in Conway, 2005, p. 596) claimed A stable, integrated, self with a confirmatory past that yields a consistent and rich life story constitutes a self that is able to operate effectively, achieve goals, and relate to others in productive ways. According to such a perspective, memories and stories of an individuals life experiences thus affect various aspects of life and develop other features of the self. Interest in the past enhances as the child starts to grasp the social relevance of autobiographical recollection, for example, its ability for developing and continuing relationships beyond the here and now. The main adaptive purpose of memory is perhaps that it allows for the making of permanent interpersonal relations, and therefore to a great extent strengthens the unity of individual groups (Neisser, 1988). The findings of Swann and Predmore (1985) suggest that relationships provide stability to the private self. In their study partners in a relationship activel y helped people sustain a stable consistent view of themselves by working to discredit contrary evidence. Having a long term, stable relationship is thus a potentially powerful source of self concept stability. Also Tice and Baumeister (2001) claim that the human mind is devised for interpersonal relations and that developing and sustaining interpersonal relationships is a key function of the human being. With the individuals memory and narrative identity contributing to such relations the extended self becomes more and more significant as we grow older. According to Negele Habermas (2009), Life narratives are manifestations of the subjective representation of ones life course. They interpret a life through explicit statements on the narrators identity and self-concept as well as by selecting specific personal experiences to be included in the narrative. (p. 1). Along with this view, McAdams (2006) claims a persons life story offers a life with a general sense of unity and reason. There are many different views on the importance of life stories and memories in relation to the self but there seems to be an overall standpoint that such stories allow people a way to explain who they are, how they came to be and where they believe their lives may be going (Bruner, 1990), which are all essential questions to be tackled in the quest for self clarification. Research by McLean and Thorne (2003) concentrate on what constituted self-defining memories of 19-year olds regarding their experience of relationships. Results showed that memories of parents were more inclined to highlight issues relating to separation however self-defining memories of friends highlighted closeness and romantic relationships. Therefore, memories of teenage years are often of occasions in which identity creation is at its greatest, a period that Arnett (2000) labelled emerging adulthood. Many theorists including Habermas Bluck (2000) suggest that this period, in which identity formation is at its peak, entails the development of a more distinguished and integrated knowledge of their own self. Singer and Salovey (1993) suggest that each person creates self-concepts from the information enclosed in the life experiences they choose to share. As they do so, they expand a remarkable source of knowledge, including knowledge about their individual capabilities, accomplishments, desires, values, and aims. This creation of the self-concept does not come about by chance; the information is precise, original, and inspired to each person. Disparity in the c ontent and order of self-knowledge portrays crucial variations among individuals in social histories, insights, and behaviour. It is from this knowledge that self-images materialize, which are defined as mental ideas of the self regarding the past, present, and future ambitions and make up part of the conceptual self (Conway, 2005). The main argument throughout this paper is that human memory is a key element of the self and there has been much research carried out supporting the notion that memory can be reconstructive in order to support current aspects of the self, e.g., Loftus (1993), Loftus Ketcham (1994). According to Conway (2005) this is done in order to make memory coherent with an individuals present goals, self-images, and self-beliefs. Therefore, memory and key features of the self shape a system in which, regarding healthy persons, ideas about, and knowledge of, the self are verified and sustained by memories of particular incidents. According to Neisser (1988) what information we remember is dependent on what we currently believe along with what has been stored. What we recall and what we decide to share with others is crucial as it influences others perception of us. This can be related to our need to belong and studies such as Tice (1992) and Schlenker, Dlugolecki, Doherty (1994) suggest that p eople use self-presentations to uphold a certain identity, and how they portray themselves to others determines how they end up viewing themselves. Jones, Rhodewalt, Berglas, and Skelton (1981) provided a biased scanning model suggesting that certain behaviours cause people to scan their memories for certain kinds of information, and these scans can leave a biased example of ones own behaviour in memory, thereby determining how the person thinks of himself or herself. McLean et al. (2007) claimed that To witness the construction of situated stories is to understand the dynamic development of the self. Indeed, sharing stories is the mechanism through which people become selves. (p. 275). This final quote sums up the argument of the paper in that the self can never fully be appreciated without the memories and experiences with which it is defined. Conclusion The argument presented in this paper introduces the importance of self knowledge and in particular the extended self in developing a greater understanding of the self. While incorporating other theorists views, self knowledge is emphasized in that it can shape and is inter-related with various other aspects of the self. Autobiographical memories and life stories of the extended self affects interpersonal relations, which in turn can affect an individuals need to belong and self presentations or vice versa and so on, thus, is at the heart of the discovery of the self. As stated in the introduction, the view portrayed in the present paper is similar to that of Belks, that the self cannot simply be viewed through components which are universal. Self knowledge and specifically an individuals extended self is a vital contributor to a greater understanding of the self, one that is completely unique to the person and thus defines the self through their own personal life stories and experien ces. This does not mean to deny the important contribution of self-esteem and a variety of other components in understanding the self but merely addresses the significance of another perspective which incorporates the contribution of self-knowledge in the construction and perception of the self.

Un-Victorian Tenets of Brownings Strange Medical Experience of Karshish, the Arab Physician :: Strange Medical Experience of Karshish

Un-Victorian Tenets of Browning's Strange Medical Experience of Karshish, the Arab Physician Robert Browning's "An Epistle Containing the Strange Medical Experience of Karshish, the Arab Physician" is a dramatic monologue in which Karshish writes to Abib about his experiencing the miracle of Jesus, when he raises Lazarus from the dead. "Karshish" is a dramatic monologue containing most of the tenets of Browning. Although "Karshish" is in the form of a letter, it is still an excellent example of a dramatic monologue. There is a speaker, Karshish, who is not the poet. There is a silent audience, Abib the reader of the letter. There is a mental exchange between the speaker and the audience: Karshish writes as if Abib were right in front of him listening to everything. This can be seen in the hang between "here I end" and "yet stay;" it is as if Abib were getting up to leave (61-2). There is a distinct critical moment, when Karshish decides to write about his original concern: "Yet stay. . . I half resolve to tell thee, yet I blush/ What set me off a-writing first of all" (62, 65-6). "Karshish" has all the basics to a dramatic monologue. It also contains a character study in which the speaker speaks from an extraordinary perspective. Karshish is a humble doctor from one of the most civilized nations of the time, he has seen most of the civilized world, and he is still amazed by the miracle that he witnessed. His amazement after having seen many great things in the world proves to the audience that this event was indeed spectacular and significant. In the non-Christian world, the most common response is to doubt and to reject, but because of the conviction of the speaker the audience believe that the miracle did happen. This contrast between doubt and believe creates the dramatic tension of the work. Thus, "Karshish" contains the character study and dramatic tension which make the work a dramatic monologue. "Karshish" contains many of the tenets of Browning. One of first tenets noticed is the idea that physical success in this life does not correspond to success in the next. This can be seen in the peaceful "carelessness" seen in Lazarus after being raised from the dead despite the

Assignment 26 Safeguarding

15 ASSIGNMENT 26 UNDERSTAND HOW TO SAFEGUARD THE WELLBEING OF CHILDREN AND YOUNG PEOPLE TASK A BREIFING NOTES FOR NEW WORKERS HOW TO SAFEGUARD THE WELL-BEING OF CHILDREN Every child or young person has the undeniable right to grow and develop in a safe environment that safeguards them from abuse and maltreatment, to enable them to have the best available life chances to develop into young adults. There is no single piece of legislation for safeguarding children in the UK but lots of laws and guidelines which are changing all the time with new legislation.This is passed by Westminster, the Welsh Assembly Government, Northern Ireland Assembly and the Scottish Parliament this is Statutory Law. The way courts interpret laws is known as Case Law which can have an effect on changing Statutory Law. Child Protection legislation is in 2 categories Civil law and Criminal law. 16. Civil Law is in 2 areas Public Law which puts systems and processes to reduce the risk of children coming to harm a nd says what action should happen if they are at risk. Private Law sorts out family contact and divorce. Accompanying material: Promoting Wellbeing and ResilienceCriminal Law deals with people who have offended or are at risk of offending against children. The Children and young Persons Act 1933 is the oldest piece of legislation with only parts of it still in force today, it gives a list of offences against children known as Schedule One Offences. These include sexual assault, different forms of abuse and maltreatment ranging from murder to neglect. Anyone found guilty of one or more of these offences becomes a Schedule One Offender regardless of their age or sentence and this status will stay with them for life.They will be monitored by the local authorities who keep a record of where they live and who with, they need to go to the police station to sign a register on very regular bases to prove that they are and still living where logged Sex offenders Act 1997. Children Act 1989 is the bases of the current child protection system. It has a number of principles The Paramountcy Principl e that means a child’s welfare is paramount when making decisions about their upbringing, a court needs to know the child’s feelings and what they want and only make an order if it’s better for the hild than not making one, where possible retaining family links and the child’s home. Parental Responsibility was introduced which is â€Å"the rights, responsibilities and duties by law a parent of a child has regarding the child and their property†. It also states the local authority has a duty to investigate 17. and protect if they have reasonable cause to think a child is suffering or likely to suffer any sort of harm. Likewise has a duty to provide â€Å"services for children in need and their families†.England and Wales have a separate document working together to Safe guard Children 2006 which emphasises the responsibilities of Professionals towards children at risk and to work together with other agency’s/authorities. The Welsh Asse mbly Government 2006 working together under the Children Act 2004, The Children (Northern Ireland) Order 1995 and the Children (Scotland) Act 1995 all share the same principles but have their own guidance, as Children Act 1989.The death of Victoria Climbie by her carers, led to an inquiry into how she and others over the years died, the Lambing Report made by Lord Laming criticised the approach to protecting children in society thus led to EVERY CHILD MATTERS GREEN PAPER which in turn led to the Children Act 2004 as services for children were still not working together to protect and identify vulnerable children. This brought in children’s directors who have the responsibility for education, Local authority and children’s social services. Lead Councillors who have political responsibility for child welfare.A Common Assessment Framework to help notice welfare needs for agencies. 18. Local Safeguarding Children’s Boards who have statuary powers to make sure all se rvices (education, police, NHS Social Services youth justice system) work together promoting the wellbeing and make arrangements to safeguard and promote the welfare of children and investigate all child deaths in their area. Bichard Inquiry where a caretaker who was known to be a danger to children by one police authority, who’s vetting CRB check didn’t flag this up by another authority.This brought in the Safeguarding Vulnerable Groups Act 2006 which made a centralized vetting and barring scheme for people working with children. Working with Northern Irelands safeguarding vulnerable groups (NI) order 2007 and Scotland’s protection of vulnerable groups (Scotland) Act 2007 makes a robust system for vetting staff and barring people who are unsuitable to work with children across the whole of the UK. The Children Act 2004 made it illegal to hit a child if it causes mental harm or a lasting mark on the skin.Sexual Offences Act 2003 updated the legislation relating to offences against children to include grooming, abuse of a position of trust, child trafficking; this also covers offences committed whilst abroad by a UK citizen. 19. Female Genital Mutilation Act 2003 made it a criminal offence for Uk nationals or permanent UK residents to take or help take a girl abroad to carry out genital mutilation. The Criminal Justice and Immigration Act 2008 says people who commit child sex offences abroad, even if it’s not illegal in the country they committed it will still face prosecution in the UK.Data Protection Act Organisations holding personal data to keep it secure, use it only when needed and accurate and kept up to date. Child protection with in a wider concept of safeguarding All agencies, services and authorities not only have a duty to safeguarding children from neglect or abuse but to have a Staying Safe Action Plan enabling every child to enjoy safe environment wherever they spend their time. It’s vital that carers/staff have a good understanding of the risks to children’s safety.By having an up to date Safety representative making risk assessments on the venue and activities under taken, keeping them safe from accidents and promoting their welfare in a safe and healthy environment. An action Plan to safeguard from bulling, crime and in some beliefs forced marriages need to be in place. This affects the day to day child care working place by; All employees’ to be CRB checked and a duty to inform the Safeguarding Authorities if any staff or volunteer poses a threat to the children. 20.Staff must sign a confidentiality agreement, stating not to discuss or post any details of the children by word or internet to anyone except staff or local authorities if needed. Health and Safety with risk assessment made on the venue and activities taking place there. Have all windows and doors locked/secure so the children can’t get out and strangers can’t get in. Visitors to the venue can onl y be allowed in, if they are known/expected to staff and/or identification is shown. Visitors need to be signed in the visitor’s book and signed out again when they leave the building.Have a policy for the protection of children and arrangements to liaise with local safeguarding authorities Log all comments or incidents you observe and deem to be potentially harmful to establish a file, and contacting Social Services or Child Protection if a case is proving likely. Staff to be Qualified and appropriate training kept up to date i. e. First Aid, Health and Safety, Food Hygiene and Child Protection. All outings to be risked assessed, children to wear high visible jackets, the correct ratio of staff to children and a list of all children with contact details of their carer and consent for them to go on the outing.To hold all parent contact details and medical needs of all children. 21. To have a senior adequately trained member of staff to undertake all of the above. Inquiries an d Serious Case Reviews processes are required when a child dies and neglect or abuse is suspected or known to be a factor of the death and they are called in by the Local Safeguarding Children’s Board (LSCB) they involve all local Authority Children’s Services, Police, Health, School or any other agency felt needed. All involved services make a management review of its practices to see if any changes need to be made.An independent overview report is done which looks at the management reports and they make recommendations, they are commissioned by the LSCB. Ofsted are notified by the Local Authorities of all cases that lead to a Serious Case Review whether it a death or suffered harm as a result of abuse/neglect or there are concern/media coverage raised about a professional practice. The process used by my work setting regarding data information, information handling and sharing is they hold information on children in order to support their development, progress and pr ovide pastoral care and to assess how we are doing as a whole.The information consists of contact details, attendance, ethnic groups, relevant medical needs and any special educational needs. Sometime we are required to pass on data to Local Authorities; they will make an assessment of any special educational needs. Dept. Education and skills use the data for research and statistical purposes to allocate funds and improve education policy and agencies such as Ofsted they use data about progress, performance of children to help inspectors to evaluate the Early Learning settings and part of Ofsted’s assessment of effectiveness of 22.Education initiatives and policy and Qualification and curriculum Authority use information about children to administer national assessments such as the Foundation Stage Profile. At 5yrs assessment are made on all children and passed onto Local Authority. We hold information including, contact details, progress reports, relevant medical information , attendance and accident/injury records and records of observation and assessment of children’s achievement and development. Attached is a copy of our confidentiality policy and procedure.TASK B 1. Safeguarding children is important because far too many children experience abuse and/or neglect by their parents/carers. This is very sadly rising from 25,700 in 2003 to 26,400 in 2006 in England alone. 2. A person-centred approach is important as Every Child Matters so they can be healthy, stay safe, enjoy and achieve, make a positive contribution and enjoy economic well-being, having a national framework to aid the joining of all the services, to plan and meet the needs of individuals rather than a group.All children have the right to have their voices heard regarding plans and events in their lives as stated by the United Nation Convention on the Rights of the Child. 3. What is meant by a partnership working in the context of safeguarding children is people and agencies who ar e involved with the welfare of a child working with professionals such as Child minders, Health visitor’s, police, GP, Social Workers, School and local community. 23. 4. Organisation Role of organisationResponsibility Social Services Assessing children’s needs in the community.The wellbeing, protection and health . of the child NSPCC Identify and prevent child crueltyChild protection, ensuring an appropriate and speedy response Health VisitorAssess child development Health of the young child and work with . S/Services and Police and agencies GPHealth care to the communityGet the appropriate agencies involved and work alongside themProbation Support convicted people rehabilitate Supervise offender to reduce reoffending Protecting the public Police Criminal proceedings in Safeguardingto investigate any criminal offences. 24. School Educate young peopleMonitor the child and work with S/Service . and Child Protection Psychology Service CounsellingWork with the child and s upport them with issues regarding to the abuse Leisure groups i. e. (Scouts) Teach life skills/sportsWork with the Agencies involved and . o be trained in Child Protection. Child MinderTake care and look after young people To be trained in Child Protection so they can . Identify early abuse and work with other agencies Task C It is important to keep children protected in the work setting, as parent/carers intrust their children into your care to keep them from harm and they need to be confidant that their child is safe, failure to do so is a breach of professional values.There are policies that protect the child and adult who works with them. 25. Physical contact: Have clear policies on how to manage it. Young children need physical contact sometimes when they hurt themselves, fallen over etc. where a cuddle can help them to recover back to play, as well as medical help if needed. Too much can be easily mistaken and people have lost their jobs and reputations, you must always make sure you are clear at what is acceptable and have a clear open play area for all to see.With very young children and babies, intermit contact is used, such as nappy changing or wet clothes. Policies are there to safeguard you and the child, never do this with a door closed or out of sight of your colleagues. Photos: written consent from the parents for photos to be taken and used within the setting and their journals or publications/newsletters. Always get parents to sign to say they will only use photos/videos of the children i. e. concert and nativity for their own personal use and not to be put on the internet or social networking sites.CRB Checks: Are made on all staff to safeguard the children. Staff are in a position of trust by the parent/carer and the child. Children look up to and respect people in positions of trust, so think very carefully about your own behaviour and example you set. Listening to children can give you a lot of information and sometimes things of concern, if that is the case try not to agree to keep it a secret, tell them you will share it with your manager. Make sure you record all details and report it if you are concerned about their welfare. 26.Whistle blowing: If you have any idea of poor practice, whether it’s a colleague or manager you must report it and not ignore it. Approach another member of staff or managers tell them and put your concerns in writing with all the facts, make sure something is done. You have the right to be protected from the person you have raised concerns about (UK Public Interest Disclosure Act 1998) Outings: need to be risk assessed, outlining traffic danger, equipment, buildings and parks you’re visiting and the weather too and minimise or delete the hazard using control measures. I. e. walking in the street.Hazard: traffic and the child wondering off, so make sure you have the correct ratio of adults to children on an outing and to wear hi vis wear. The weather, a child getting wet or cold, so make sure you have the correct clothes. Steps can be difficult for young children so make sure they have adult help. Task D In the context of safeguarding children there are recognisable signs that can indicate abuse, neglect are taking place. Not all signs actually mean it is, for instance some African/Asian children can have dark blue like areas on their lower back and buttocks known as Mongolian Blue Spot.Darkened skin or birthmarks can be mistaken for bruising. One of the first signs is Emotional and behaviour rather than physical marks. Emotional Abuse is where love, acceptance and approval is not given and constantly been blamed or criticized. Signs of this can include low self-esteem, neurotic behaviour, hair twisting, continual rocking, self-harm, development delay or sudden change or problem with speech such as stammering, extreme 27. withdrawal or aggression. Emotional abuse is usually linked with neglect.Physical abuse is where a child is harmed or hurt by hittin g, beating with objects, kicked, shaken or thrown and can cause bruising, cuts, injury’s (broken bones) or even death. Signs of this can be wearing too much clothing trying to cover up, refusal to change for PE or take clothes off in the warm weather. Burns and injuries that are unexplained and reoccur, bald patch in their hair, frightened to be touched and shying or dodging back if approached and aggressive behaviour towards others and themselves. Look out for grasp marks on the body i. e.Arms, neck, chest, knees and shoulder’s, finger marks on their cheeks and outline of objects like belt buckle on their buttocks. Neglect is where a parent/carer doesn’t provide shelter, warmth, food that is nourishing, clothes and protection. Possible signs of this could include constantly hungry or stealing food the lack of normal body weight, poor personal hygiene and dress, untreated medical issues, poor or if any social relationships, constant tiredness and destructive ten dencies. Sexual abuse is when a child is persuaded or forced into taking part in sexual acts/situations.This ranges from being shown sexual images, being touch inappropriately, harassed by sexual comments and suggestions and forced to have sex. Signs of this can be sexual knowledge/behaviour far more ahead of their age, don’t like being touch or close to people or removing clothing for examination or PE at school, start to bed wet and soil day and night, withdrawn and not being able to concentrate, regressing to younger behaviour such as thumb sucking, become insecure, loss of appetite, trying to be over perfect, a sudden dislike to be left with someone (uncle, friend, babysitter etc. and drawing sexual images. 28. D2 Action Description 1. ListenListen carefully to what they say. 2. ReactionDon’t look shocked or ask leading questions. 3. CommunicateTalk at the child’s pace without pressure. 4. BelieveAccept what the child is saying. 5. AssuranceTell them they ar e right to tell someone. 6. Never PromiseNever promise to keep it a secret. 7. Never JudgeNever put the perpetrator down as they could still love them. 8. ReportReport it to your manager. 9. Log Write all the facts down. 10. AlertAlert the appropriate authorities.D3 Example of the rights children and their carer’s has in cases of harm/abuse. 1. The child has the right not to be subjected to repeated medical examination and questioning after an allegation of abuse be it physical or sexual in nature. 29. 2. Members of the family have the right to know what is being said about them and have an input to important discussions about theirs and the children’s lives. 3. Children have the right to have their views taken into account about their future and to be kept fully informed in processes involving them and dealt with sensitively.Task E Bulling: there are different types of bulling homophobic because of gender differences, racist due to different ethnic/religious backgroun d, disabilities where they might be in a wheelchair/callipers, special educational needs such as Autism etc. and electronic bulled via the internet/texting. This can be done physically by hitting, kicking, pinching and any violent threats. Verbally name calling, persistent teasing, spreading of rumours and insults/sarcasm. Emotional bulling is when someone is isolating by excluding and not talking to them, torment and humiliation.Cyber bulling is when information is used to cause upset and hurt to somebody by the use of the internet, mobile and technology. Any type of bulling can make a child or young person feel depressed, isolated, sad with a low self-esteem, shy, run away and even suicidal. Policies and Procedure Management have the duty to implement an Anti-Bulling Policy and ensure all staff is aware of it and how to deal with bullying. The manager ensures that all children begin to learn that bulling is wrong and unacceptable behaviour and monitor that it is being implemented. 30. The manager will ensure all staff is sufficiently trained to deal with incidents.Staffs take all forms of bulling very seriously and intervene to prevent incidents happening. A record of any incidents is kept on file and the manager notified. If staff witness an act of bulling they will do all they can to support the person or persons being bullied, if a child is bullied over a period of time after discussion with the manager, the parent will be informed. The pre-school will do all they can to help the child improve their behaviour and make them aware their actions are not acceptable. If the bulling persists the parent will be asked in to discuss this with the manager.Parents who might be concerned that their child is being bullied or suspect them being bullied, should contact the Pre-school manager immediately. Parents have a responsibility to support the Pre-school’s anti bullying policy and actively encourage their child to be a positive member of school life. Parents are also expected to help develop their child’s social skills, in support of the Pre-schools ethos. Story of Bulling A young teenage girl, who had buck teeth and a personal odour problem, enjoyed the internet and social network site as she didn’t have many friends and was a bit of a loner.Her family thought she was a computer whiz as she was very good at ICT so didn’t keep too much of an eye on her, as this was her only 31. Social thing she did. It was during the summer holidays she got a friends request from a boy at school, she accepted the request and started chatting. Over the next 6 weeks, he asked her to be his girlfriend as he had always fancied her, she accepted. They chatted for hours sharing some very intermit things and experiences, she was totally in love with him and he told her he loved her too. She was really looking forward to meeting up with him at school when they went back.On the first day of school they had arranged to meet by the water foun tain in the playground, when she got there she saw him standing waiting along with a large group of girls and boys laughing, calling her names and repeating some of the intermit things she had told him, she realised it was a horrible prank and she was devastated. Over the next few weeks she was so upset and got more and more depressed, not eating and totally shutting herself away and refusing to go to school some days saying she didn’t feel well, as the rumours spread and comments on the internet got worse.Her parents tried talking to her but she just said â€Å"she was fine† and they put it down to teenage and her period pains until one morning when they found her dead, she had taken an overdose and in her hand was a note to her parent saying â€Å"I’m sorry†. Looking back over this story the girl could still be alive if her computer access was monitored in an area open for the family to see. Her teeth could have been seen by an Orthodontic and she could have been taught about personal hygiene at home. School could have discussed this with her and if need be the parents as well.Encouraging her to join after school clubs could also have helped. The school should have noticed the signs of bullying and acted 32. upon it giving the girl support and reassurance whilst dealing with the bullies and explaining that their actions were unacceptable and how it affects people and how they would feel if it was done to them. School should have liaised with the family about their concerns. Task F 1. Giving young people/children praise and encouragement will help with their self-confidence.Teaching them to be more assertive while still respecting others needs and encouraging tolerance and cooperation between their peers and others will help boost children’s self-esteem. 2. It’s important to support resilience when working with children/young people because it helps them deal and cope with different situations, whether they are good o r bad as they get older and develop into young adults. 3. This can be achieved by the family giving the child love and stability, having a good and secure early attachment, a good sense of self identity. In the work place you could o this by helping them to act independently and to encourage them to try new and different things. 4. Children/young people need to develop strategies to protect themselves and make decision about being safe, as this teaches them what is acceptable behaviour and what isn’t. It’s very important they are comfy 33. with whom they are with, what they are doing and what is being done to them. You can support them with this by being approachable to talk too about their concerns and to be caring and reassuring as possible. Children need to learn how to behave in activities and the danger some behaviour has and the consequence it could cause.Road safety is also very important to teach children to keep safe. Educating children about the dangers that some adults pose and how to minimise them, including how to keep safe while they are using the internet/social network sites. Making them aware of the dangers of substance abuse and provide them with age related sex/relationship education including sexual health and safe sex advise and where they can also seek help if they cannot talk to you. 5. Ways of how to empower children/young people to make positive choices. 1 Teach young children about their bodies and how it works.As they get older explaining puberty and how their bodies are changing into young adults and to give them sex/relationship education including contraception/safe sex and sexually transmitted diseases and aware of other agencies that can help them if they need it. 2 Road safety you start when they are very young by holding their hands to cross the road telling them the Green cross code (copy of the code attached) teaching them to cross safely, then moving onto crossing with you without holding your hand, working to being able to cross on their own with supervision, until they can do it without adult supervision. 4. 3. The internet. When young children are using the internet they should have parental supervision and parental security put into place on the computer reducing the risk of assessing inappropriate sites. The computer should be in an open downstairs place where it can be seen (not hidden away in the child bedroom). Ensure you child isn’t using social network sites under age i. e. Facebook has a minimum age of 13yrs. and when they do use these sites, teach them to put their security settings on so only friends can view their age. Never to befriend someone they don’t know or give out personal details/photos even if they say they are the same age, as this could be a much older person grooming or trying to exploit them. These sites can also have the danger of cyber bulling, so give the child the effective advice of what to do if any of this happens. Always check what your c hild is assessing and who they are communicating to, even when they are older teenagers. Task G IssueRiskPossible consequences Being online 1Gambling sites flood the network.Addiction and crime to support their habit. 2 Exposure to violent material. They could imitate the violence seen. 35. 3Grooming/PaedophilesPhysical harm and psychological impact. Mobile phones RiskPossible consequences 1Bulling via textlow self-esteem, depression, self-harm, health if not eating well. 2Health It’s 5 times more likely of children developing cancer due to excessive useof mobile phone as children’s skulls are thinner so the radiation penetrates deeper. 3Pornography Exposure to sexually explicit material, become sexually active under age. AREAWAYS OF REDUCING RISK Social networking1. Safe security settings. 2. Only befriend/chat to people you know. Internet use1. Computer to be in an open area for all to see. 2. Parental controls 36. Buying online1. Make sure it’s a safe padlock ed site. 2. Buy from reputable companies; look for contact details and returns/delivery policies. Using a mobile phone1. Only talk and text to people you know. 2. Restrict the time children use mobile phones to reduce the amount of radiation penetrating.